THE SIX LEARNINGS FRAMEWORK IN A VIRTUAL SPACE

9.3.1. EXPLORATIVE LEARNING

This way of learning is based on exploring the fields. Getting to know many of the scenes can be pre-planned or spontaneous. It is not only a passive interaction with the different areas, but also getting to know numerous audiences in Second Life. Depending on the purpose of learning, these activities might be very different. For example, a student group studying geography in Second Life has to meas-ure – a previously prepared – wind force. After getting the measuring results, based on those numbers they can accept or reject the pre- made hypothesis about weather conditions.

9.3.2. COLLABORATIVE LEARNING

In this learning form students work in teams. The number of people working in teams can even be as low as two, so working in pairs counts as teamwork too. The goals of the teams can be solving cer-tain problems, or sometimes the students have to solve a number of problems connected to each other (Lim, K. Y. T. 2009.). This way of studying can help to improve the meta-cognitive knowledge of par-ticipants, and it also improves the adjustment time needed to work efficiently as a team. This type of cooperation and studying in teams embodies a large background of specialized literature. Some of the books are about the advantages of studying together. The book of Johnson and Johnson is very popu-lar, which already had its 5th edition that was published in 1999 (Johnson, D. W. - Johnson, R. 1999.).

Metacognition means metacognitive knowledge in theory and in practice. Metacognitive knowl-edge is the method to check the ways of thinking, or in another aspect it is the knowlknowl-edge regarding thought. In his study Flavell made three very different categories. The first one is personal metacogni-tion. This is about how people study and it examines the different ways of studying. For example, some people prefer studying alone, while some prefer studying in groups. The second category is metacognition in connection with the task. This concentrates on how different people are good at dif-ferent types of tasks. Just think about the difference between the humanities and the sciences. The third category is about the strategy of metacognition, it helps to be familiar with the cognitive and metacognitive strategies (Flavell, J. H. 1979.).

9.3.3. SELF-REFLECTIVE LEARNING

This way of learning is based on the reflection about one’s own identity. A similar method of self-reflective learning was written about in Brown and Duguid’s article in 2000. They called this method

„learning to be” (Brown, J. - Duguid, P. 2000.). This form of studying is unimaginable without the pre-cise and well-researched analysis of identity. In Second Life, involving learning methods that use role-play to study is not rare. The fantasy region called English Village uses a similar concept for studying English as a second language. Another example could be any of the numerous live theater groups in Second Life. These groups sometimes concentrate on certain authors’ plays and usually they perform their special interpretation in front of a huge virtual audience. The possibilities of changing the appearances of avatars in Second Life makes the usage of this learning style much easier. This means that in order to use this method correctly, smoothly, and effectively great efforts have to be made when teaching avatar specialization.

9.3.4. CREATIVE LEARNING

This form of studying builds upon the results of students who solve building, object creating, and/or programming problems.

Just like the study plan mentioned above needs avatar specialization, this method has to make stu-dents familiar with building in the LSL programming language as well.

If one wants to give a task like this to the students, one has to make sure that they know their way around in math, especially in geometry. Even if it sounds odd or ridiculous, it is also important that the student have some sense of beauty. In universities mostly technical, mathematical, and IT depart-ments focus on this way of learning.

9.3.5. LEARNING BY CHAMPIONING

Learning by championing is used by groups in Second Life who use certain initiations which already exist in real life, or who create completely fictional or even physically- existing ideas. Being accurate and professional is very important in the process of championing. Institutes engaged in working with health like this with this learning method are numerous. An example of an environment like this is Pharmatopia, where one can follow the process of producing medication at a high level of authentic-ity and expertise.

The championing study form can be a favoured choice for departments of social sciences. Just think about situations when students are asked to organise and create special, audience-moving exhi-bitions.

9.3.6. EXPRESSIVE LEARNING

Expressive studying is very different in one aspect compared to the five learning forms above. While the first five methods are based on the processes in virtual space, this one projects the activities and their consequences into real space. The reason for doing this is that students who are not in the virtu-al space can share the experiences too (Flavell, J. H. 1979.).

This way of studying can build upon the idea created by Huan and Cheng in 2008. Their way to interpret self-image in an objective way allows the technique to be helpful when students project their knowledge from the studying process in a cognitive, emotional and social level (Hung, D. W. L. -Chen, D. T. 2008.).

So as a result of the expressive learning students are able to broadcast their impressions and expe-riences about virtual space in blogs, podcasts, or videos. The process of studying requires that students possess the abilities to write stories, voice and video record and edit, critique at a basic level, and write creatively. This learning method is preferred in departments of media sciences and with lan-guage departments.

9.3.7. USABILITY OF THE SIX LEARNINGS FRAMEWORK

The six kind (or as I extended it, eight kinds) learning methods are not only good to use in Second Life, but in any virtual space as well. The effectiveness of the certain types depends on the possibili-ties of the given virtual space and their correct usage, the tools used, and the willingness to cooper-ate. As for the future, the eight studying systems altogether might make it easier to understand the dif-ference between virtual environments and virtual worlds. In our own project the students used a sev-enth and an eighth study form which are developed by us.

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9.3.8. FOREIGN DEVICE LEARNING

In this learning method students developed their knowledge through equipments that we found either in the Second Life Marketplace and bought them for Linden dollars or they were free. The equipments which cost money rather complemented the education as a blackboard or chairs. It was a surprise those things were free that were high-value objects, primarily mean the elements of Sloodle’s tools.

The main feature of this form that devices can use immediately without manufacturing and pro-gramming of things. They work in a relatively large educational space and it depends of us what kind of specific content is uploaded in the objects. Primarily they use for theory-based materials the best.

At the same time it may be a problem that although the teacher can set the topic, the punctuality of foreign tools is not perfect. Its efficiency is close to what is expected but it rarely reaches the maxi-mum level. The quiz chair of the tools of Sloodle is a good example for it that was very popular among our students too.

9.3.9. OWN DEVICE LEARNING

When this kind of learning method is discussed we have to clear up that the creators of this course have to make a very strict, widely considered previous work. Objects which were made by us will be necessary because students would achieve this type of learning method by using them.

We have to create our own devices that take part in learning process in the virtual space. First we have to find out which part of the process or material we target with the prepared subject. We have to fix first in theory, that what the object will be capable. After that it is useful to create a realised sub-ject in the virtual space which will contain a program, a script that was created by the makers. We can make scripts in the Second Life with the help of Linden Scripting Language which is the built in script language of the Second Life. The C programming language is a predecessor of the LSL. (Takács, P. - Kristóf, Zs. 2007.). We have to test properly the operation of the object several times.

In my opinion it is perceptible that a great amount of resources consumption are necessary to make this kind of tool. As a teacher we have to be aware of this fact when we chose the learning method.